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Standards:
• SPI 0707.3.1 Compare the chemical compounds that make up the reactants and
products of photosynthesis and respiration.
• SPI 0707.3.2 Interpret a diagram to explain how oxygen and carbon dioxide are
exchanged between living things and the environment
Lesson Objectives:
Central Focus:
Cellular respiration and photosynthesis are biological processes in which matter and
energy flow through the biosphere. These two processes are responsible for the
exchange of oxygen and carbon dioxide between living organisms and the environment.
Photosynthesis converts carbon dioxide and water into oxygen and glucose. Glucose is
used as food by the plant and oxygen is a by-product. Cellular respiration converts
oxygen and glucose into water and carbon dioxide. Water and carbon dioxide are by-
products and ATP is energy that is transformed from the process.
Materials:
Background Information:
Key Terms:
chloroplasts photosynthesis cellular respiration
glucose radiant energy mitochondria
chlorophyll stomata ATP
chemical reaction reactant product
carbon dioxide oxygen
Day 1 Instruction:
Introduction (5 minutes)
• Motivator: Ask students what they are having/or have had for lunch.
Address we, as heterotrophs, can get food for our bodies by eating! Show students
an autotroph (either bringing one to class or showing one outside) and ask if the
plant can go to the grocery store and get food to eat. Then, have students think
what the purpose of breathing in air is. Hook students with these questions by
not giving the answers right away and explain we will be investigating these ideas
today.
• Refer to objective: Our objective for today is to construct a model of the
chemical compounds making up the reactants and products of photosynthesis
and cellular respiration
Use the following examples as an analogy for students to grasp the concept of
reactants and products. Display on white board and discuss what the equations
represent:
heat
eggs + cake mix + oil cake
Put the word equation for photosynthesis on the white board first.
sunlight
Carbon dioxide + water oxygen + glucose
Have students try to identify the meaning of the equation. Students share with
the class their conclusions.
Explain there is more than one way to write an equation for photosynthesis. We
can write the formula in words (referring to the equation on the board), or we can
write the formula with the molecules’ chemical formulas.
Provide students with an analogy connecting the words to the chemical formulas
with acronyms like ROYGBIV. Explain what an acronym is and give an example.
ROYGBIV, the first letter of each color of the visible light spectrum, red, orange,
yellow, green, blue, indigo, violet. Explain chemical formulas are similar to
acronyms. It is a way to represent the words.
Extension to Activity 1 (5 minutes)
Part 1: Show students a double scale (justice scales) and ask students how to
make them balance (same mass on each side). Chemical equations are just like
scales, they have to have the same number of molecules or mass on each side.
(The Law of Conservation of Mass is an 8th grade standard).
Part 2: Explain that chemical equations have to balance on both the reactant and
product side and that the way we indicate this is with coefficients or numbers in
front of molecules to make them balanced on both sides of the equation.
sunlight
6CO2 + 6H2O 6O2 + C6H12O6
Part 3: Explain that components that start on the left side as reactants will always
end on the right side as products. Explain how the coefficients are necessary to
make the equation balanced.
Closure (5 minutes)
Revisit the lesson’s objective: construct a model of the chemical
compounds making up the reactants and products of photosynthesis and cellular
respiration. Ask students to answer the following questions on the notecard:
1. How well do you feel you achieved today’s objective? And why?
2. What question(s) do you still have about this topic? (list at least one)
Assessment
1. Formative assessment of students’ verbal answers during Activity 1. If the
sample representation of students does not demonstrate an understanding of
the meaning of the equations and the connections between word and chemical
equations, all students will need further guided instruction.
2. Formative assessment of student answers during Activity 2 teacher circulation.
Students who do not demonstrate a mastery of accurately answering questions
regarding the reactants and products of photosynthesis and cellular respiration
will be paired with a partner who has demonstrated mastery for the following
day’s instruction.
3. Criterion-referenced assessment of completed marshmallow activity question
sheet. Students who do not demonstrate a mastery of understanding the
compounds making up the reactants and products of photosynthesis and cellular
respiration will be put in small groups the following class to review
misconceptions.
4. Formative assessment of student exit ticket. Student self-reflections and
questions will be evaluated and used to direct the following class instruction.
Name: _________________________
Photosynthesis—Marshmallow Model
1. Use the dry erase marker and label the equation mat as follows:
H O C
Reactants Products
+
+
2. Sort the marshmallows in the plastic bag and place the green
marshmallows on the “H” for hydrogen, white marshmallows on the “O”
for oxygen, and pink marshmallows on “C” for carbon. Toothpicks can be
used whole or broken in half for shorter bonds.
Questions:
2. Write the equation for photosynthesis in two ways. (words and chemical symbols)
3. Write the equation for cellular respiration two ways. (words and chemical symbols)
4. In a chemical equation, what are reactants? What are the products? Why is a chemical
equation like a “justice” scale?
5. In activity, what did the marshmallows represent? What did the toothpicks represent?
6. Why were students only given enough marshmallows to construct one side of the
equation at a time?
8. Plants have mitochondria and can perform cellular respiration. When would plants
need to release energy by cellular respiration?
Answer Key
Questions:
2. Write the equation for photosynthesis in two ways. (words and chemical symbols)
Reactants Products
sunlight
Carbon dioxide + water oxygen + sugar
sunlight
CO2 + H2O O2 + C6H12O6
sunlight
6CO2 + 6H2O 6O2 + C6H12O6
Some students may write the balanced equation. Teachers will need to specify which is
acceptable.
3. Write the equation for cellular respiration two ways. (words and chemical symbols)
Reactants Products
ATP
Glucose + Oxygen Carbon dioxide + Water
4. In a chemical equation, what are reactants? What are the products? Why is a chemical
equation like a “justice” scale?
Reactants are the substances that start a chemical reaction, the ingredients.
Products are the substances produced in a chemical reaction, the end result.
A chemical equation, just like a justice scale, must have the same mass on both sides to
be balanced.
5. In activity, what did the marshmallows represent? What did the toothpicks represent?
The marshmallows are the atoms of different molecules in the chemical equation of
photosynthesis and cellular respiration and the toothpicks are bonds.
6. Why were students only given enough marshmallows to construct one side of the
equation at a time?
Students only had enough marshmallows for one side of the reaction at a time because
reactants get used up in the reaction.
8. Plants have mitochondria and can perform cellular respiration. When would plants
need to release energy by cellular respiration?
Plants would release energy through cellular respiration in times when sunlight is not
present. Certain plants, mushrooms and fungi, do not possess the chlorophyll to
photosynthesize.
Day 2 Instruction
Introduction (5 minutes)
• Motivator: Revisit the questions posed on the first day of instruction: If a
plant cannot simply go to the grocery store to get food to eat, where does it
get its food from? What is the purpose of us breathing in air? Explain to
students that in both of these cases, humans and plants interact with the
environment they are found in.
• Refer to objective: Our objective for today: explain how oxygen and carbon
dioxide are exchanged between living organisms and the environment
Assessment
1. Formative assessment of student posters. Students who do not demonstrate a
mastery of using key words and concepts to illustrate their understanding of
cellular respiration and photosynthesis will be placed in a remediation group
for the following class. Students in this group will work together to determine
their misconceptions and misunderstandings found on their posters.
2. Performance-based assessment of student presentations. Students who do not
demonstrate mastery of explaining how oxygen and carbon dioxide are
exchanged between living organisms and the environment will need further
guidance. Teacher may ask students scaffolding questions to guide their
thought processes to a more mature explanation.
Examples of posters:
https://davisscience7.wiki.dublinschools.net/file/view/photosynre
spiration.jpg/543862242/642x468/photosynrespiration.jpg
http://kkearney.weebly.com/uploads/1/6/3/8/16389258/42
0598904.jpg